1、1. AGeneralReviewI.Short&Longanswerswhatisthedifferencebetweenmonolingualandmultilingualcommunicativecompetence?Differencesebetweenmonolingualandmultilingualcommunicativecompetencearedueinparttothedifferentsocialfunctionsoffirstandsecondlanguagelearning,andtothedifferencesbetweenlearninglanguage

2、andlearningculture.Thedifferencesofthecompetencebetweennativespeakersandnonativespeakersincludestructuraldifferencesinthelinguisitcsystem,differentrulesforusageinwritingorconversation,andevensomewhatdivergentmeaningsforthe"sameiexicalforms.Further,amultilingualspeaker'toialcommunicativecomp

3、etencediffersfromthatofamonolingualinincludingknowledgeofrulesfortheappropriatechoiceoflanguageandforswitchingbetweenlanguages,givenaparticularsocialcontextandcommunicativepurpose.2. whatarethemicrosocialfactorsthataffectSLA?3. L2variationb)inputandinteractionc)interactionasthegenesisoflanguageWhati

4、sthedifferencebetweenlinguisticcompetence&communicativecompetence(CC)?Linguisticcompetence-Itwasdefinedin1965byChomskyasaspeaker'sunderlyingabilitytoproducegrammaticallycorrectexpressions.Linguisticcompetencereferstoknowledgeoflanguage.Theoreticallinguisticsprimarilystudieslinguisticcompeten

5、ce:knowledgeofalanguagepossessedby-listenernideal.speakCommunicativecompetence-Itisaterminlinguisticswhichrefersto"whataspeakerneedstoknowtocommunicateappropriatelywithinaparticularlanguagecommunity”,suchasalanguageuser'sgrammatisyhtanowledgecmorphology,phonologyandthelike,aswellassocialkno

6、wledgeabouthowandwhentouseutterancesappropriately.4. WhyisCCinL1differentfromL2?L1learningforchildrenisanintegralpartoftheirsociolizationintotheirnativelanguagecommunity.L2learningmaybepartofsecondculturelearningandadaptation,buttherelationshipofSLAtosocialandculturallearningdiffersgreatlywithcircum

7、stances.5. WhatisAccommodationTheory?HowdoesthisexplainL2variation?Accommodationtheory:Speakers(usuallyunconsciously)changetheirpronunciationandeventhegrammaticalcomplexityofsentencestheyusetosoundmorelikewhomevertheyaretalkingto.Thisaccountsinpartforwhynativespeakerstendtosimplytheirlanguagewhenthe

8、yaretalkingtoaL2learnerwhoisnotfluent,andwhyL2learnersmayacquiresomewhatdifferentvarietiesofthetargetlanguagewhentheyhavedifferentfriends.6. Discusstheimportanceofinput&interactionforL2learning.Howcouldthisaffectthefeedbackprovidedtostudents?.a)Fromtheperspectiveoflinguisticapproaches:(1)behavio

9、rist:theyconsiderinputtoformthenecessarystimuliandfeedbackwhichlearnersrespondtoandimitate;(2)UniversalGrammar:theyconsiderexposuretoinputanecessarytriggerforactivatinginternalmechanisms;(3)MonitorModel:considercomprehensibleinputnotonlynecessarybutsufficientinitselftoaccountforSLA;a) Fromtheperspec

10、tiveofpsychologicalapproaches:(1)IPframework:considerinputwhichisattendedtoasessentialdataforallstagesoflanguageprocessing;(2)connectionistframework:considerthequantityorfrequencyofinputstructurestolargelydetermineacquisitionalsequencing;b) Fromtheperspectiveofsocialapproaches:interactionisgenerally

11、seenasessentialinprovidinglearnerswiththequantityandqualityofexternallinguisticinputwhichisrequiredforinternalprocessing.ii.OthertypesofinteractionwhichcanenhanceSLAincludefeedbackfromNSswhichmakesNNsawarethattheirusageisnotacceptableinsomeway,andwhichprovidesamodelfor"correctness”.Whilechildre

12、negativeevidenceinL1,anddon'trequireittoachievefullnativecompetence,correctivefeedbackiscommoninL2andmayindeedbenecessaryformostlearnerstoultimatelyreachnative-likelevelsofproficiencywhenthatisthedesiredgoal.7. ExplainZPD.HowwouldscaffoldingputastudentinZPD?ZoneofProximalDevelopment,thisisanarea

13、ofpotentialdevelopment,wherethelearnercanachievethatpotentialonlywithassistance.Mentalfunctionsthatarebeyondanindividual'scurrentlevelmustbeperformedincollaborationwithotherpeoplebeforetheyareachievedindependently.OnewayinwhichothershelpthelearnerinlanguagedevelopmentwithintheZPDisthroughscaffol

14、ding.Scaffoldingreferstoverbalguidancewhichanexpertprovidestohelpalearnerperformanyspecifictask,ortheverbalcollaborationofpeerstoperformataskwhichwouldbetoodifficultforanyoneofthemindividually.Itisnotsomethingthathappenstolearnersasapassiverecipient,buthappenswithalearnerasanactiveparticipant.8. Exp

15、lainwhysomelearnersaremoresuccessfulthanothersfromtheperspectiveofS-Ctheory?TheS-Cframeworksupportstheviewthatsomelearnersmaybemoresuccessfulthanothersbecauseoftheirlevelofaccesstoorparticipationinalearningcommunity,orbecauseoftheamountofmediationtheyreceivefromexpertsorpeers,andbecauseofhowwellthey

16、makeuseofthathelp.9. WhatarethemacrosocialfactorsthatinfluenceSLA?10. GlobalandnationalstatusofL1andL2(2)Boundariesandidentities(3)Institutionalforcesandconstraints(4)Socialcategories(5)CircumstancesoflearningWhataretheadvantagesofyounglearnersandoldlearnersrespectively?YoungL2learnersaremorelikelyt

17、oacquirethelanguageinanaturalisticsetting;theyaremorelikelytousetheL2inhighlycontextualizedface-to-facesituation.OlderlearnerssucceedinSLAtothelevelofbeingabletonativespeakerwhensocialmotivationisstrongenough.11. Whatarethesimilaritiesanddifferencesbetweenlinguists,psycholinguist,sociolinguistsandso

18、cialpsycholinguists?(1)Linguistsemphasizethecharacteristicsofthedifferencesandsimilaritiesinthelanguagesthatarebeinglearned,andthelinguisticcompetence(underlyingknowledge)andlinguisticperformance(actualproduction)oflearnersatvariousstagesofacquisition.2Psychologistsandpsycholinguistsemphasizethement

19、alorcognitiveprocessesinvolvedinacquisition,andtherepresentationoflanguagesinthebrain.3Sociolinguistsemphasizevariabilityinlearnerlinguisticperformance,andextendthescopeofstudytocommunicativecompetence(underlyingknowledgethatadditionallyaccountsforlanguageuse,orpragmaticcompetence).4Socialpsychologi

20、stsemphasizegroup-relatedphenomena,suchasidentityandsocialmotivation,andtheinteractionalandlargersocialcontextsoflearning.12. Whatarethedifferencesbetweensecondlanguage,foreignlanguage,librarylanguageandauxiliarylanguage?1Asecondlanguageistypicallyanofficialorsocietallydominantlanguageneededforeduca

21、tion,employment,andotherbasicpurposes.Itisoftenacquiredbyminoritygroupmembersorimmigrantswhospeakanotherlanguagenatively.Inthismorerestrictedsense,thetermiscontrastedwithothertermsinthislist.2Aforeignlanguageisonenotwidelyusedinthelearners'immediatesocialcontextwhichmightbeusedforfuturetraveloro

22、thercross-culturalcommunicationsituations,orstudiedasacurricularrequirementorelectiveinschool,butwithnoimmediateornecessarypracticalapplication.3Alibrarylanguageisonewhichfunctionsprimarilyasatoolforfuturelearningthroughreading,especiallywhenbooksorjournalsinadesiredfieldofstudyarenotcommonlypublish

23、edinthelearners'nativetongue.4Anauxiliarylanguageisonewhichlearnersneedtoknowforsomeofficialfunctionsintheirimmediatepoliticalsetting,orwillneedforpurposesofwidercommunication,althoughtheirfirstlanguageservesmostotherneedsintheirlives.13. Whyaresomelearnersmore(orless)successfulthanothers?Theint

24、riguingquestionofwhysomeL2learnersaremoresuccessfulthanothersrequiresustounpackthebroadlabel"learners"forsomedimensionsofdiscussion.LinguisticsmaydistinguishcategoriesoflearnersdefinedbytheidentityandrelationshipoftheirL1andL2;psycholinguistsmaymakedistinctionsbasedonindividualaptitudeforL

25、2learning,personalityfactors,typesandstrengthofmotivation,anddifferentlearningstrategies;sociolinguistsmaydistinguishamonglearnerswithregardtosocial,economic,andpoliticaldifferencesandlearnerexperiencesinnegotiatedinteraction;andsocialpsychologistsmaycategorizelearnersaccordingtoaspectsoftheirgroupi

26、dentityandattitudestowardtargetlanguagespeakersortowardL2learningitself.14. Listatleastfivepossiblemotivationsforlearningasecondlanguageatanolderage.Themotivationmayarisefromavarietyofconditions,includingthefollowing:Invasionorconquestofone'scountrybyspeakersofanotherlanguage;Aneedordesiretocont

27、actspeakersofotherlanguagesineconomicorotherspecificdomains;Immigrationtoacountrywhereuseofalanguageotherthanone'sL1isrequired;Adoptionofreligiousbeliefsandpracticeswhichinvolveuseofanotherlanguage;Aneedordesiretopursueeducationalexperienceswhereaccessrequiresproficiencyinanotherlanguage;Adesire

28、foroccupationalorsocialadvancementwhichisfurtheredbyknowledgeofanotherlanguage;Aninterestinknowingmoreaboutpeoplesofotherculturesandhavingaccesstotheirtechnologiesorliteratures.15. Whatarethetwomainfactorsthatinfluencethelanguagelearning?1Theroleofnaturalability:Humansarebornwithanaturalabilityorinn

29、atecapacitytolearnlanguage.2Theroleofsocialexperience:NotallofL1acquisitioncanbeattributedtoinnateability,forlanguage-specificlearningalsoplaysacrucialrole.Eveniftheuniversalpropertiesoflanguagearepreprogrammedinchildren,theymustlearnallofthosefeatureswhichdistinguishtheirL1fromallotherpossiblehuman

30、languages.Childrenwillneveracquiresuchlanguage-specificknowledgeunlessthatlanguageisusedwiththemandaroundthem,andtheywilllearntouseonlythelanguage(s)usedaroundthem,nomatterwhattheirlinguisticheritage.American-bornchildrenofKoreanorGreekancestrywillneverlearnthelanguageoftheir學習文檔僅供參考grandparentsifon

31、lyEnglishsurroundsthem,forinstance,andtheywillfindtheirancestrallanguagejustashardtolearnasanyotherEnglishspeakersdoiftheyattempttolearnitasanadult.Appropriatesocialexperience,includingL1inputandinteraction,isthusanecessaryconditionforacquisition.16. WhatistheinitialstateoflanguagedevelopmentforL1an

32、dL2respectively?TheinitialstateofL1learningiscomposedsolelyofaninnatecapacityforlanguageacquisitionwhichmayormaynotcontinuetobeavailableforL2,ormaybeavailableonlyinsomelimitedways.TheinitialstateforL2learning,ontheotherhand,hasresourcesofL1competence,worldknowledge,andestablishedskillsforinteraction

33、,whichcanbebothanassetandanimpediment.17. Howdoesintermediatestatesprocess?Thecross-linguisticinfluence,ortransferofpriorknowledgefromL1toL2,isoneoftheprocessesthatisinvolvedininterlanguagedevelopment.Twomajortypesoftransferwhichoccurare:(1)positivetransfer,whenanL1structureorruleisusedinanL2utteran

34、ceandthatuseisappropriateoracorrectin"theL2;and(2)negativetransfer(orinterference),whenanL1structureorruleisusedinanL2utteranceandthatuseisinappropriateandconsideredan"error".18. Whatisanecessaryconditionforlanguagelearning(L1orL2)?Languageinputtothelearnerisabsolutelynecessaryforeith

35、erL1orL2learningtotakeplace.ChildrenadditionallyrequireinteractionwithotherpeopleforL1learningtooccur.ItispossibleforsomeindividualstoreachafairlyhighlevelofproficiencyinL2eveniftheyhaveinputonlyfromsuchgenerallynon-reciprocalsourcesasradio,television,orwrittentext.19. Whatisafacilitatingconditionfo

36、rlanguagelearning?WhileL1learningbychildrenoccurswithoutinstruction,andwhiletherateofL1developmentisnotsignificantlyinfluencedbycorrectionofimmatureformsorbydegreeofmotivationtospeak,bothrateandultimatelevelofdevelopmentinL2canbefacilitatedorinhabitedbymanysocialandindividualfactors,suchas(1)feedbac

37、k,includingcorrectionofL2learners'errors;(2)aptitude,includingmemorycapacityandanalyticability;(3)motivation,orneedanddesiretolearn;(4)instruction,orexplicitteachinginschoolsettings.20. Giveatleast2reasonsthatmanyscientistsbelieveinsomeinnatecapacityforlanguage.Thenotionthatinnatelinguisticknowl

38、edgemustunderlielanguageacquisitionwasprominentlyespousedbyNoamChomsky.Thisviewhasbeensupportedbyargumentssuchasthefollowing:Children'sknowledgeoflanguagegoesbeyondwhatcouldbelearnedfromtheinputtheyreceive:Childrenoftenhearincompleteorungrammaticalutterancesalongwithgrammaticalinput,andyettheyar

39、esomehowabletofilterthelanguagetheyhearsothattheungrammaticalinputisnotincorporatedintotheirL1system.Further,childrenarecommonlyrecipientsofsimplifiedinputfromadults,whichdoesnotincludedataforallofthecomplexitieswhicharewithintheirlinguisticcompetence.Inaddition,childrenhearonlyafinitesubsetofpossib

40、legrammaticalsentences,andyettheyareabletoabstractgeneralprinciplesandconstraintswhichallowthemtointerpretandproduceaninfinitenumberofsentenceswhichtheyhaveneverheardbefore.Constraintsandprinciplescannotbelearned:Childrenaccesstogeneralconstraintsandprincipleswhichgovernlanguagecouldaccountfortherel

41、ativelyshorttimeittakesfortheL1grammartoemerge,andforthefactthatitdoessosystematicallyandwithoutany"wilddivergences.Thiscouldbesobecauseinnateprinciplesleadchildrentoorganizetheinputtheyreceiveonlyincertainwaysandnotothers.Inadditiontothelackofnegativeevidence,constraintsandprinciplescannotbele

42、arntinpartbecausechildrenacquireafirstlanguageatanagewhensuchabstractionsarebeyondtheircomprehension;constraintsandprinciplesarethusoutsidetherealmoflearningprocesswhicharerelatedtogeneralintelligence.Universalpatternsofdevelopmentcannotbeexplainedbylanguage-specificinput:Inspiteofthesurfacedifferen

43、cesininput,therearesimilarpatternsinchildacquisitionofanylanguageintheworld.Theextentofthissimilaritysuggeststhatlanguageuniversalsarenotonlyconstructsderivedfromsophisticatedtheoriesandanalysesbylinguists,butalsoinnaterepresentationsineveryyoungchild'smind.21. Linguistshavetakenaninternaland/or

44、externalfocustothestudyoflanguageacquisition.Whatisthedifferencebetweenthetwo?Internalfocusemphasizesthatchildrenbeginwithaninnatecapacitywhichisbiologicallyendowed,aswellastheacquisitionoffeaturespecificationasapartoflexicalknowledge;whileexternalfocusemphasizestheinformationcontentofutterances,and

45、considerslanguageprimarilyasasystemofcommunication.22. WhatarethetwomainfactorsforlearningprocessinthestudyofSLAfromapsychologicalperspective?(1)InformationProcessing,whichassumesthatL2isahighlycomplexskill,andthatlearningL2isnotessentiallyunlikelearningotherhighlycomplexskills.Processingitselfisbel

46、ievedtocauselearning;(2)Connectionism,whichdoesnotconsiderlanguagelearningtoinvolveeitherinnateknowledgeorabstractionofrulesandprinciples,butrathertoresultfromincreasingstrengthofassociations(connections)betweenstimuliandresponses.23. WhatarethetwofociforthestudyofSLAfromthesocialperspective?(1)Micr

47、osocialfocus:theconcernswithinthemicrosocialfocusrelatetolanguageacquisitionanduseinimmediatesocialcontextsofproduction,interpretation,andinteraction.(2)Macrosocialfocus:theconcernsofthemacrosocialfocusrelatelanguageacquisitionandusetobroaderecologicalcontexts,includingcultural,political,andeducatio

48、nalsettings.24. Whatarethecharacteristicsofaninterlanguage?1) Systematic.Atanyparticularpointorstageofdevelopment,theILisgovernedbyruleswhichconstitutethelearner'sinternalgrammar.2) Dynamic.Thesystemofruleswhichlearnershaveintheirmindschangesfrequently,orisinastateofflux,resultinginasuccessionof

49、interimgrammars.3) Variable.AlthoughILissystematic,differencesincontextresultindifferentpatternsoflanguageuse.4) Reducedsystem,bothinformandfunction.25. Whatarethefivecomponentsoflanguageknowledge?3, Linguistshavetraditionallydividedlanguageintothefollowingfivecomponentsforpurposesofdescriptionandan

50、alysis:(1)vocabulary(lexicon)(2)morphology(wordstructure)(3)phonology(soundsystem)syntax(grammar)(5)discourse(waystoconnectsentencesandorganizeinformation)Pleasedo5,7,8,9,10,12,14,15,16,17,18,19,21,23,24,25供17題)inyourexercisebooks.1. n.DefinitionSecondLanguageAcquisition(SLA):atermthatrefersbothtoth

51、estudyofindividualsandgroupswhoarelearningalanguagesubsequenttolearningtheirfirstoneasyoungchildren,andtotheprocessoflearningthatlanguage.2. Firstlanguage/nativelanguage/mothertongue(L1):Alanguagethatisacquirednaturallyinearlychildhood,usuallybecauseitistheprimarylanguageofachild'sfamily.Achildw

52、hogrowsisettinsgrmaylingualhavemorethanone"first"language.3. Secondlanguage(L2):Alanguagethatisacquirednaturallyinearlychildhood,usuallybecauseitistheprimarylanguageofachild'family.Achildwhogrowsupinamultilingualsettingmayhavemorethanone"first”language.4. Targetlanguage:Thelanguag

53、ethatistheaimorgoaloflearning.5. Foreignlanguage:Asecondlanguagethatisnotwidelyusedinthelearners'immediatesocialcontext,bonethatmightbeusedforfuturetravelorothercross-culturalcommunicationsituations,oronethatmightbestudiedbestudiedasacurricularrequirementorelectiveinschoolwithnoimmediateornecess

54、arypracticalapplication.6. Librarylanguage:Asecondlanguagethatfunctionsasatoolforfurtherlearning,especiallywhenbooksandjournalsinadesiredfieldofstudyarenotcommonlypublishedinthelearner'sL1.7. Auxiliarylanguage:Asecondlanguagethatlearnersneedtoknowforsomeofficialfunctionsintheirimmediatesociopoli

55、ticalsetting.Orthattheywillneedforpurposesofwidercommunication,althoughtheirfirstlanguageservesmostotherneedsintheirlives.8. Linguisticcompetence:Theunderlyingknowledgethatspeakers/hearershaveofalanguage.Chomskydistinguishesthisfromlinguisticperformance.9. Linguisticperformance:Theuseoflanguageknowl

56、edgeinactualproduction.10. Communicativecompetence:Abasictenet(原則、信條、教條)ofsociolinguisticsdefinedas"whataspea11. needstoknowtocommunicateappropriatelywithinaparticularlanguagecommunity”(Savi-eroike2003)Pragmaticcompetence:Knowledgethatpeoplemusthaveinordertointerpretandconveymeaningwithincommun

57、icativesituations.12. Multilingualism:Theabilitytousemorethanonelanguage.13. Monolingualism:Theabilitytouseonlyonelanguage.14. Simultaneousmultilingualism:Abilitytousemorethanonelanguagethatwereacquiredduringearlychildhood.15. Sequentialmultilingualism:Abilitytouseoneormorelanguagesthatwerelearnedaf

58、terL1hadalreadybeenestablished.16. Innatecapacity:Anaturalability,usuallyreferringtochildren'snaturalabilitytolearnoracquirelanguaChildgrammar:Grammarofchildrenatdifferentmaturationallevelsthatissystematicintermsofproductionandcomprehension.17. Initialstate:Thestartingpointforlanguageacquisition

59、;itisthoughttoincludetheunderlyingknowledgeabout18. languagestructuresandprinciplesthatareinlearners'headsattheverystartofL1orL2acquisitionIntermediatestate:Itincludesthematurationalchangeswhichtakeplacein"childgrammar",andtheL2developmentalsequencewhichisknownaslearnerlanguage.19. Finalstate:TheoutcomeofL1andL2leaning,alsoknownasthestablestateofadultgrammar.20. Positivetransfer:AppropriateincorporationofanL1structureorruleinL2structure.21. Negativetransfer:InappropriateinfluenceofanL1structureorruleonL2use.Alsocall